比赛用背带
发表于 2025-3-26 21:28:28
Designing Argumentation Learning Environmentsgn principles are related to the goal of promoting argumentation in the science classroom? Are they the same as design principles for constructivist learning environments? How can research explore these features of learning environments supporting argumentation?
CLEAR
发表于 2025-3-27 01:57:26
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NIL
发表于 2025-3-27 06:08:38
Essay on Planck Star Phenomenology, in argumentation, how these processes develop, and most importantly, given the scope of the present book, how this development relates to science learning. For the latter, we need to situate the role of argumentation in science learning, and this is the focus of the first section of the chapter, wh
裹住
发表于 2025-3-27 10:02:30
https://doi.org/10.1007/978-3-319-64537-7ikely respond with one word: .. Most likely they will then begin to ask you if you have figured out how to distinguish . from .. The questions will continue: can theoretical statements be data? If a warrant is not explicitly stated, can it still be assumed that it is part of the argument? Indeed the
接触
发表于 2025-3-27 13:59:57
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Loathe
发表于 2025-3-27 20:36:29
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MEN
发表于 2025-3-28 01:19:42
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braggadocio
发表于 2025-3-28 04:08:24
Mark E. Mattson,Bernard J. Baarsocial construction of scientific knowledge in scientific and school settings have identified a range of purposes, uses, and genres of written communication (Kelly & Chen, 1999; Knorr-Cetina, 1999). The persuasive discourse of written argument is one such type of written communication that has played
强所
发表于 2025-3-28 10:12:05
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相反放置
发表于 2025-3-28 14:23:35
Abigail J. Sellen,Donald A. Normanhe interdependence between science and society. The notion of socio-scientific issues as social dilemmas rooted in scientific domains and the notion of “socially acute questions” are discussed in the first section. The goal of improving students‘ argumentation skills on socio-scientific issues poses